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○ Dress Appropriately. Although it may seem unfair, interviewers will judge you by your
clothes, hairstyle, body art, and other nonverbal behaviors. Research has found that
students who dressed professionally for the interview were rated higher in social skills
and considered more desirable for employment than those who were informally dressed.
Be sure to do the following:
▪ Carefully plan your wardrobe for a selection interview—even if the interview will be
conducted online or through video.
○ Understand Every Question. Even when interviewers have prepared for the meeting,
they may ask confusing or assumptive questions. Rather than just spouting out a response
you are unsure of
▪ Take the time to clarify the question first because it is better to make sure you
understand the question than to give an answer the interviewer thinks doesn’t make
○ Deal Competently with Unlawful Questions. Federal and state laws exist to protect
citizens from discrimination when applying for a job. It is illegal for employers to ask job
applicants about things that are not relevant to the job such as their age, sex, ethnicity,
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national origin, and religion. The following are examples of questions an interviewer
should not ask:
▪ Where were you born?
▪ When were you born?
▪ What is your native language?
▪ Are you married?
○ Employers may ask a question about religion, gender, age, or national origin if it relates
to a bona fide occupational qualification, which is a characteristic essential to operating
the business.
○ If you believe a question is unlawful, you’ll need to decide how to respond. Consider the
following:
▪ The motive behind the question. Is it an innocent mistake or malicious in intent?
▪ Think about how much you want the job. Although not legal or even fair, know that it
might be risky to point out that a question is unlawful. With these factors in mind, you
could respond in a number of ways.
○ Demonstrate Positivity and Optimism. Interviewers expect you to do some self-
promotion, including describing your job-related experiences positively without
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misrepresenting your accomplishments. Focus on strengths you bring to the position.
Your aim is to sell yourself by demonstrating how your experience and skills can meet
the employer’s needs.
▪ Don’t downplay or cover up negative work experiences. Instead, acknowledge a
negative experience and emphasize what you learned from it. If you had a bad
○ Follow Up Promptly. Even after an interview, you’ll need to continue making a positive
impression as you follow up. If the interviewer asks for a list of references, send it within
24 hours.
▪ Send a note thanking the person for his or her time. Although a handwritten note is
ideal, an e-mail sent to your interviewer is also acceptable. A gracious thank-you note
CLASS DISCUSSION QUESTIONS
1. Describe your most recent interview. Did you feel prepared for the questions that
were asked? If you could do it over again, what would you change?
• Have students share examples from their recent interview experiences. Use these
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2. Should ethics affect the process of preparing a résumé and cover letter for the
interview process? Explain your response.
• Help students understand the importance of being honest during the interview process.
Ask students to brainstorm ways that having faulty information on a résumé or lying
3. Discuss the importance of conducting research on a potential employer prior to an
interview. What are some easy ways to do this research? Give an example of what
might happen if you are interviewed but have failed to do any research ahead of
time.
• Discuss with students the positive impact that being knowledgeable about the history,
4. During an interview, when do you think it is appropriate to ask an interviewer about
the salary, work hours, and vacation time? Why?
• Remind students that although these questions are important, seeming too eager to
discover a salary or benefit information or required hours may send the wrong signals
5. If you have had little direct experience in your chosen field, how should you signal to
a potential employer that you would be an asset to their company?
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• Have students give examples of ways to overcome a lack of experience and discuss the
ideas. Many students fail to recognize the value or existence of skills they have
VIDEO SCENARIOS
HOW TO COMMUNICATE: MANAGING STRESS QUESTIONS
This video feature shows students competent communication skills in action based on the
scenario following. The first video illustrates an ideal outcome, whereas the What if? challenges
prompt them to apply their own skills to times when their communication partner is more
Scenario: During a job interview, the recruiter glares at you and asks, in an accusatory tone,
“What do you dislike about your current job?” As you begin telling her that you’re looking for
a position with growth opportunity, she interrupts and says, “C’mon. Stick to the question.
What don’t you like about the job you have now?”
The text suggests students use the following skills when trying to have a competent
conversation during a stressful interview.
2. Paraphrase the interviewer’s question or remarks to clarify the intended meaning.
Avoid commenting on the interviewer’s tone or behavior.
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You might say, “You want me to identify specific challenges of my current job, is that
correct?”
3. Use positive language and take your time answering the question. Stay focused on the
4. Maintain positive nonverbal behaviors, such as smiling, direct eye contact, and calm
Instructor Note: Online, students will be asked a multiple-choice question after the first
video. For the Appendix, it is the following:
When answering the stress questions, how did the interviewee utilize her verbal communication
skills?
A. She used “we” language to try and bond with the interviewer.
B. She used “I” language to take ownership of her opinions.*
[The * indicates the right answer. Depending whether the student answers the question right or
wrong, one of these two feedback options should appear:
Right answer: Congratulations, you are correct!
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See the section “Managing an Employment Selection Interview” in the Appendix for a
discussion of how you can communicate skillfully during interviews.]
You can see how many of your students got this question right or wrong in the LaunchPad
grade book and spend more class time discussing communication goals if needed.
WHAT IF?
This section challenges students to adapt their skills and communication plans when things
don’t work out as shown previously. Students will view two videos. In each video, the
encounter becomes challenging, and students must choose how they would respond based on
the open-ended question.
1. How do you react when the interviewer maintains a long silence after you have answered
a question?
You might say, “Did I give you enough information on that last question? Or would you
like another example?”
• Discuss with students the importance of remaining calm and being positive throughout
2. When the interviewer questions whether you have been truthful with an answer—such as
“You make it sound like everyone on your team thinks you’re just swell. I don’t believe
that”—what would you say?
You might say, “I feel that I do get along with my team pretty well. There are times when
we may not always agree, but we work well together and always work it out.”
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CLASSROOM ACTIVITIES
1. Accomplishment Brainstorming and Interview Roleplay
Goal: To help students brainstorm their own accomplishments that could be useful on a
résumé or in an interview
Time: 30 minutes
What you will need: Three note cards per student.
1. Give each student three note cards.
2. Ask students to spend 5 minutes developing at least three items that would answer
the following question:
“What accomplishments give you the most personal satisfaction?” Encourage them to
3. Once complete, give students an additional 5 minutes to answer the following
questions about each:
a. What skills or knowledge did you use?
b. What personal traits did you exhibit?
c. What makes the accomplishment personally satisfying?
4. Ask students to pair up and take turns as interviewee and interviewer. The
interviewer draws a card and asks interview questions about the accomplishment
while the interviewee responds.
2. Mock Job Fair
Goal: To give students an opportunity to practice preparing a résumé and cover letter and
attending an interview or job fair
Time: 60 minutes
1. Ask two or three local professionals to participate in your “job fair.” This activity
2. Explain to the professionals that this not a traditional job fair where they simply
collect information about prospective employees. Instead, the goal of this mock job
3. To prepare for the mock job fair, ask students to create a résumé and cover letter for
their dream job. Explain that they will need to dress professionally and bring several
4. Hold the mock job fair at a designated place and time, such as during one class
period.
5. In a later class, return the critiqued cover letters and résumés and discuss how to use
3. So You’ve Landed an Interview—Now What?
Goal: To help students think through the process of preparing for an interview
Time: 30 minutes
2. Ask students to go to the Web sites for Volkswagen (http://www.vw.com) and
Cadillac (http://www.cadillac.com). Have them review the sites and pretend that they
will be going for a job interview with both companies. Based on the information they
glean from the Web sites, have them discuss and list the differences and similarities
between the two corporate cultures. Based on the Web sites, what types of questions
3. Bring the groups back together to discuss their results and make additional
suggestions.
4. Human Resources Interviews
Goal: To help students improve both their résumés and interviewing techniques
Time: 45 minutes
1. As an assignment, have students bring a copy of a current cover letter and résumé to
3. Explain to students that they should pretend they are working as an interviewer in
human resources at a large company and that they have just received their partner’s
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4. Once they have developed their questions, have the students interview each other.
5. Who Am I?
Goal: To help students practice their interviewing skills while having a little fun
Time: 60 minutes
2. Students should imagine they are the public figure they selected. As that person,
students will be interviewing for a public spokesperson position. One by one, have
each student become the interviewee while the class asks him or her questions. The
MEDIA RESOURCES
1. Job Interviews
This 5-minute video from Toastmasters International explains to students how to
2. Quintessential Careers
3. Steve Jobs and Bill Gates Together in 2007 at D5
This interview with both Steve Jobs and Bill Gates at the D5: All Things Digital
4. Marc Pachter: “The Art of the Interview”
5. Job Search Tips (Part 11): How to Write a Cover Letter